Student Progress Report School Year: 2025 - 2026

Ivor Dent
11010 - 32 Street NW Edmonton, Alberta T5W 1Y7

Phone: 587-489-4714 Fax: 587-489-4715

E-mail: ivordent@[Link]

Principal: Cathie Bush

Student Name:Brayden Potskin-Badger Date: January 16, 2026

Reporting Period: 1
E.P.S. Number: 16238695 Grade: 9 Alberta Student No: 306775321

Edmonton Public Schools Mission

Our commitment to high-quality public education serves the community and empowers each student to live a life of dignity, fulfilment,
empathy and possibility.

Purpose of Reporting Student Progress

This progress report is designed to communicate your child's performance at this time. If you want more detailed information, or
have any questions about the information contained in this report or about programming, you are encouraged to contact the school
at your earliest opportunity.

Student Performance
The quality of performance, or how well your child is demonstrating curricular expectations, is reported as follows:

Exemplary - A Proficient - B Adequate - C Limited - D

(80-100%) (65-79%) (50-64%) (0-49%)
Demonstrates extensive Demonstrates substantial Demonstrates sufficient Student has not yet demonstrated
knowledge required to meet knowledge required to meet knowledge required to meet sufficient knowledge required to
outcomes. outcomes. outcomes. meet outcomes.

Demonstrates an insightful Demonstrates a logical Demonstrates a basic Student has not yet demonstrated
understanding of the concepts understanding of the concepts understanding of the concepts a basic understanding of the
relating to outcomes. relating to outcomes. relating to outcomes. concepts relating to outcomes.

Demonstrates the skills and Demonstrates the skills and Demonstrates the skills and Student has not yet demonstrated
procedures embedded in procedures embedded in procedures embedded in the skills and procedures
outcomes in an efficient manner. outcomes in an effective manner. outcomes in an acceptable embedded in outcomes in an
manner. acceptable manner.

Extensive - ideas and/or actions provide Substantial - a considerable amount of Sufficient - shows enough evidence of * Taken from: AAC Rubric Wordsmith at
extension or enriched thinking ideas or degree of a desired quality having met the criteria or requirements [Link]/go and Performance
Insightful - accurate and deep Logical - using reason in an orderly and Basic - simple or merely functional Standards Word List
understanding compelling fashion Acceptable - meeting minimum criteria
Efficient - ability to produce desired Effective - producing a result that is or requirements in a way that is
results with minimal steps or effort wanted agreeable to others

How Student Performance Is Determined

Student academic performance is judged by teachers against a broad range of learning outcomes from the Alberta Programs of
Study, based on evidence collected from a variety of sources.

Grade Level of Programming (GLP)

Grade Level of Programming (GLP) refers to the grade level of the Alberta Program of Studies. For most students, the GLP will be
the same as their enrolment grade. If the GLP is different from the enrolment grade, this means that instruction and learning activities
have been adjusted to a different grade level of the Alberta Program of Studies, that will better meet the learning needs of the
student. Student performance is reported relative to the student's GLP.
 Ivor Dent Date: January 16, 2026
Student: Brayden Potskin-Badger AB Student No: 306775321 E.P.S. Student No: 16238695

Enrolment Grade: 9

English Language Arts 9 Mrs. S. Wood /G. Parish

Brayden is working at grade level in English Language Arts 9. Periods Absent 24
Term 1 C GLP: 9
Focus of instruction:
- Preview complex texts as to their intent, content and structure, and use this information
to set a purpose and select strategies for reading
- Identify and discuss how timeless themes are developed in a variety of oral, print and
other media texts
- Identify and discuss theme and point of view in oral, print and other media texts

Areas of strength:
- Use previous reading experiences, personal experiences and prior knowledge as a
basis for reflecting on and interpreting ideas encountered in texts
- Analyze how the choices and motives of characters portrayed in oral, print and other
media texts provide insight into those of self and others
- Generalize from own experience to create oral, print and other media texts on a theme

Areas for growth:

- Select, organize and present information to appeal to the interests and background
knowledge of various readers or audiences
- Revise to combine narration, description and exposition effectively
- Organize ideas and information by developing and selecting appropriate categories and
organizational structures

Mathematics 9 Mr. A. Bork

Brayden's programming is at a level 9. Periods Absent 22
Term 1 C GLP: 9
Focus of instruction has been
- Develop Number Sense.
- Collect, display and analyze data to solve problems.

Areas of Strength
- demonstrate an understanding of operations on powers with integral bases (excluding
base 0) and whole number exponents
- describe the effect of: bias, use of language, ethics, cost, time and timing, privacy, and
cultural sensitivity on the collection of data.

Areas for growth:

- comparing and ordering rational numbers
- solving problems that involve arithmetic operations on rational numbers
- determine the square root of positive rational numbers that are perfect squares.
- demonstrate an understanding of powers with integral bases (excluding base 0) and
whole number exponents by representing repeated multiplication, using powers

CMU - Course Mark Unavailable INC - Incomplete IEA - Insufficient Evidence Available
NGC - Not on Graded Curriculum WDR - Withdrawal

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Student: Brayden Potskin-Badger January 16, 2026

Science 9 Mr. A. Bork

Brayden is working at grade level in Science 9 Periods Absent 9
Term 1 IEA
Focus of instruction:
- Space Exploration
- Matter and Chemical Change

The code 'IEA', Insufficient Evidence Available, is being used because there is not
enough evidence of learning to determine a grade/mark for this term.

Social Studies 9 Mrs. S. Wood /G. Parish

Focus of instruction: Periods Absent 10
- Appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and Term 1 C
governance in Canada
- What is the intention of the Youth Criminal Justice Act?
- Evaluate, critically, ideas, information and positions from multiple perspectives

Areas of strength:
- Analyze the historical contexts of key events of a given time period
- Draw conclusions based upon research and evidence
- Generate creative ideas and strategies in individual and group activities

Areas for growth:

- Examine techniques used to enhance the authority and authenticity of media messages
- Demonstrate a positive attitude regarding the needs and perspectives of others
- Practise responsible and ethical use of information and technology

Physical Education 9 Mrs. S. Wood /G. Parish

Focus of instruction: Periods Absent 9
- Students will acquire skills through a variety of developmentally appropriate movement Term 1 B
activities; dance, games, types of gymnastics, individual activities and activities in an
alternative environment; e.g., aquatics and outdoor pursuits.
- Students will understand, experience and appreciate the health benefits that result from
physical activity.
- Students will interact positively with others.
- Students will assume responsibility to lead an active way of life.

Areas of strength:
- Apply and refine activity-specific skills in a variety of environments.
- Demonstrate etiquette and fair play.

Areas for growth:

- Create and plan activities that emphasize specific strategies and tactics that coordinate
effort with others.
- Analyze, design and perform warm-up and cool-down activities.

Health 9 Mrs. S. Wood /G. Parish

Focus of instruction: Periods Absent 2
- Wellness Choices Term 1 B
- Life Learning Choices

Areas of strength:
- Refine personal goals and priorities relevant to learning and career paths; e.g.,
investigate education programs including senior high school programs and those related

CMU - Course Mark Unavailable INC - Incomplete IEA - Insufficient Evidence Available
NGC - Not on Graded Curriculum WDR - Withdrawal

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Student: Brayden Potskin-Badger January 16, 2026
to potential careers
- Use knowledge of a healthy, active lifestyle to promote and encourage family/peer
involvement
- Develop strategies to deal with transitional experiences; e.g., create a learning plan for
transition to senior high school, keeping future career plans in mind

Areas for growth:

- Apply personal time management skills to a variety of learning opportunities
- Apply personal time management skills to a variety of learning opportunities; e.g.,
develop strategies to overcome procrastination

French as a Second Language 9 D. Greenaway

Accommodations to support Brayden's success: Periods Absent 7
- Seat student in an area with minimal distractions Term 1 C
- Seat student near a positive peer model
- Provide extra assignment time
- Scaffold and chunk assignments
- Allow access to an alternative work area with peer support as needed

Focus of Instruction:
- Use knowledge of strategies to enhance learning and to communicate in French
- Understand and/or to express a message effectively in various situations for a variety of
purposes

Areas of Strength:
- Repeat a word, an expression, a pattern, a presentation, etc.
- Ask questions to clarify understanding
- Accept errors as a natural part of learning

Areas of Growth:
- Collaborate with others to build confidence and exchange information
- Understand, in guided situations, by identifying key words or expressions previously
taught, the main idea(s) and a few specific details related to the main idea(s) about a
variety of concrete topics contained in authentic or written texts
- Identify patterns or language features, such as verb endings or gender
- Use words around the unknown word to guess meaning

Innovation & Venture 9 J. Dinh

Principles and Applied Game Strategies Periods Absent 3
Focus of instruction: Term 1
- exploring interests, passions and skills while making personal connections to career
possibilities.
- planning, creating, appraising and communicating in response to challenges. Final Mark A
- working independently and with others while exploring careers and technology.

Areas of Strength:
- I make decisions in response to challenges.
- I determine how my actions affect learning.
- I adapt to change and unexpected events.

Areas of Growth:
- I communicate my learning.

CMU - Course Mark Unavailable INC - Incomplete IEA - Insufficient Evidence Available
NGC - Not on Graded Curriculum WDR - Withdrawal

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Student: Brayden Potskin-Badger January 16, 2026

Innovation & Venture 9 G. Parish

Board game studies Periods Absent 5
Term 1
Focus of instruction:
- I explore my interests and passions while making personal connections to career
possibilities Final Mark B
- I make decisions in response to challenges
- I plan in response to challenges

Areas of strength:
- I determine how my actions affect learning
- I communicate my learning

Areas of growth:
- I develop skills that support effective relationships
- I adapt to change and unexpected events

CMU - Course Mark Unavailable INC - Incomplete IEA - Insufficient Evidence Available
NGC - Not on Graded Curriculum WDR - Withdrawal

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Student: Brayden Potskin-Badger January 16, 2026

Please complete, detach and return to school

Parent Comments:

Parent/Guardian Signature: Date:

Student Comments/Goals:

Student Signature: